ETHICAL LEADERSHIP - Public · ethical, authentic Catholic leadership. The mark of great ethical...

ANDY HARGREAVESLeadership Ethics, Inequality

& Identity

THOMAS GROOMEThe Imperative of Ethical Catholic

School Leaders

MEGAN TSCHANNEN-MORANTrust, Trustworthiness &

Fostering Trust

The magazine of Catholic Principals' Council | OntarioFall 2019 • Volume 23 • Issue 1

ETHICAL LEADERSHIP

EDITORIAL, ADVERTISING & SALES

Deirdre Kinsella Biss, Editor [email protected]

Carol Anne Jeanson, Copy Editor

Ania Czupajlo, Senior Designer/Principal Connections Art Director [email protected] | ext. 25

John Nijmeh, Advertising Manager [email protected] | ext. 28

Gaby Aloi, Manager of Corporate Operations [email protected] | ext. 26

CORPORATE, PROGRAMS & SERVICES

Annalisa Varano, President [email protected] | ext. 22

Joseph Geiser, Executive Director [email protected] | ext. 34

Wendy Lopez, General Counsel [email protected] | ext. 23

Tilia Cruz, Support Services Advisor [email protected] | ext. 27

Jeff Baechler, Support Services Advisor [email protected] | ext. 40

Marguerite Thomson, Support Services Advisor [email protected] | ext. 41

Tania Mejía, Administrative Assistant, Legal tmejí[email protected] | ext. 42

Luciana Cardarelli, Program & Member Services Coordinator [email protected] | ext. 37

Jan Murphy, Program & Member Services Assistant Coordinator [email protected] | ext. 24

Vanessa Kellow, Administrative Assistant, Professional Learning [email protected] | ext. 31

Jacob Chouinard, Communications & Technology Officer [email protected] | ext. 30

Maria Cortez, Administrative Assistant, Operations [email protected] | ext. 32

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IN THIS ISSUEFall 2019 • Volume 23 • Issue 1

We thank all those who contributed to this issue. Please note, however, that the opinions and views expressed are those of the individual contributors and are not necessarily those of CPCO. Similarly, the acceptance of advertising does not imply CPCO endorsement.

Publications Mail Agreement No. 40035635

CPCO assumes no liability or responsibility for any inaccurate, delayed or incomplete information, nor for any actions taken in reliance thereon. The information contained about each individual, event or organization has been provided by such individual, event organizers or organization without verification by us. No part of this publication may be reproduced in whole or in part without written permission of CPCO. Copyright ©2019 Catholic Principals' Council | Ontario. All rights reserved.

Catholic Principals’ Council | OntarioBox 2325, Suite 3030, 2300 Yonge StreetToronto, Ontario M4P 1E4

1-888-621-9190 toll free • 416-483-1556 phone • 416-483-2554 fax [email protected] • blog.cpco.on.ca • www.cpco.on.ca

We would like to acknowledge that the CPCO office is on the traditional territory of the Mississaugas of the Credit First Nation.

Principal Connections is the proud recipient of the following awards:

7

14

10

18

IN THE SPOTLIGHTThe Imperative of Ethical Catholic School Leaders | 7

Trust, Trustworthiness & Fostering Trust | 10

Leadership Ethics, Inequality & Identity | 14

The Moral Imperative Redefined | 18

The Vulnerability of Ethical Leadership | 22

Each Person Has a Gift to Give | 25

Leading with Integrity in Times of Austerity | 28

Calculative & Meditative Thinking | 32

Leading by Example | 34

Cover design by Ania Czupajlo

The Imperative of Ethical Catholic School Leaders

Leadership Ethics, Inequality & Identity

Trust, Trustworthiness & Fostering Trust

The Moral Imperative Redefined

IN EVERY ISSUEFrom the President: Ethical and Authentic Catholic Leadership | 4

From the Executive Director: With a Strong Voice | 5

From the Editor: Finding the Golden Mean | 6

KEEPING YOU INFORMEDBenevolence and Trust | 36

Finding Abundance in Times of Scarcity | 40

The Power of Words | 42

Build Bridges Not Walls | 44

Decisions are All About Relationships | 48

Ethical Leadership & The Ontario Leadership Framework | 50

How Stress and Worry can Affect Ethical Leadership | 52

Ethical Leadership during Challenging Times | 54

Ethics & Technology: A Call to Action | 56

10% Total Recycled Fiber

CPCOofficial

https://cpco.on.ca/public/

FROM THE PRESIDENTAnnalisa Varano

Ethical and Authentic Catholic Leadership

Greetings and blessings to each of you as we begin the 2019-2020 school year. I am honoured to serve as your President, and as we journey together we will all find our-selves facing new demands and challenges in the shifting landscape of education. We must, therefore, acknowledge and appreciate how profound-ly our decisions can shape and affect people’s lives. We wield great moral authority in our communities, and parents trust us to nurture and support their children every day.

As this issue of Principal Connections is centred on the timely and relevant theme of Ethical Leadership, I thought it important to ref lect critically on our journey together as Catholic leaders.

Chris Lowney, in Pope Francis: Why He Leads the Way He Leads (2013), expresses the pope’s desire to challenge our notions of leadership through a counter-cultural vision of how leaders live and what they value. Pope Francis challenges us first to know ourselves, the good and the bad, and to commit to ethical leadership that looks beyond power and authority. The mark of great ethical leaders is transcendence, the ability to see beyond the personal and consider the relationship to the wider world.

If we are to be more than just managers of people and things, we too have to consider our relationship to our wider communities. But it is not enough simply to be leaders: we must find the courage to be authentic leaders. How? Well, as Catholic educators, we strive daily to support the faith formation of our students, but we must also support adult faith formation. Sharing our faith and developing together through moments of spiritual communion will help us to find (and be!) the truest and best version of ourselves.

I make it sound easy, but of course it takes effort and determination. We must first ref lect on our ethos, i.e. the mission and vision of Catholic education, and fully comprehend how we foster faith formation through our

role. Moreover, we must provide opportunities for our ourselves, our teachers and our students to develop and nurture personal relation-ships with God, the church, and the community to shape and define our distinctive Catholic identity. By continu-ing to develop and foster our own authentic leadership, we are in a more advantageous position to support others’ relationships.

But of course in the frenzied busy-ness of our day, in the confusion and pressure to set and attain goals and move the system ever forward, it is easy to get overwhelmed. In those times, it is even more critical, as authentic and ethical Catholic leaders, to lead by example as Christ did. And, like Christ, we cannot do it alone. To serve both the needs of the system and the spiritual formation of our communities, we must empower and inspire those around us by fostering trustful relationships, gaining and sharing wisdom, and nurturing respect. Inevitably we will build communion and more authentic engagement in our mission that will encourage others to step up and take on greater challenges in Catholic education.

Model the vision, motivate a broad leadership group not merely to comply with the vision but to drive the vision, ‘not merely to talk the talk, nor even to walk the talk, but to shed sweat and tears beside them, and, if called for, to shed blood as well.’

I wish you all clarity and success as we embrace this school year together through service, advocacy and ethical, authentic Catholic leadership.

The mark of great ethical leaders is

transcendence, the ability to see beyond the

personal and consider the relationship to the

wider world.

4 Principal Connections • Fall 2019 • Volume 23 • Issue 1

FROM THE EXECUTIVE DIRECTORJoseph Geiser

With a Strong Voice

Welcome back!! On behalf our administrative and professional staff, I welcome you back to another year of dedicated service in Catholic education. I would also like to thank Jennifer Yust for the leadership and support she provided during her term as CPCO’s President. She served with commitment, professionalism and confidence ref lective of her passion for Catholic education. We also enthusiastically welcome Annalisa Varano as the incoming President. Annalisa brings with her outstanding experience and enthusiasm for the opportunities that lie ahead.

Over the past school year, all of us involved in leadership in our Catholic schools and school boards have worked with our Catholic partners, our counterparts at OPC and ADFO, and key personnel within the Ministry of Education to fully support all Catholic Principals and Vice-Principals in the important work that you do on a daily basis with and on behalf of the students, families, staff and communities you serve. For it is indeed Catholic service, advocacy and leadership that all of us provide.

The 2018/2019 school year was one during which we readjusted to the new realities of working with a new government, two new Ministers of Education, and the new priorities and expectations that were set for us. Acting on your behalf and with your input and support, CPCO was well positioned to lend our voice to the various consultation processes to which we were invited to participate. We are confident that we were able to do so in a manner that was respectful and professional while gaining the confidence and trust of the recipients of this work.

We anticipate that the year ahead will bring with it new challenges to our ability to lead our schools. This includes the uncertainty of various provincial and local union negotiations, preparing for our own set of discussions with our school board employers and the Crown, as well

as the implementation of new curriculum expectations and class size increases, to name a few.

CPCO is committed to ensuring that all of our Members and Practising Associates have the strongest voices representing their interests. This includes a team of

knowledgeable and experienced professionals working on your behalf at the CPCO office through our staff within the Support Services Team, Program & Member Services, Marketing & Communications and Corporate Operations departments.

The development and maintenance of strong relationships are instrumental to our work as Catholic leaders. It is

these relationships with one another, with our faculty and staff, and with our senior management teams that will ensure that we can face whatever challenges with hope and seize on new opportunities with optimism!

This inaugural publication for the new school year of Principal Connections, through the dedicated editorial leadership and perseverance of Deirdre Kinsella Biss, contains numerous articles centred on the theme of Ethical Leadership. Please take some quiet time to ref lect on the messages that each contains as you continue to effectively address change in our schools.

May God continue to bless you in your Catholic leadership roles throughout the year ahead.

My brothers and sisters, whenever you face trials of any kind, consider it nothing but joy, because you know that the testing of your faith produces endurance; and let endurance have its full effect, so that you may be mature and complete, lacking in nothing.

James 1:2-4 New Revised Standard Version (NRSV)

Relationships ensure we can face challenges and seize new opportunities.

Principal Connections • Fall 2019 • Volume 23 • Issue 1 5

FROM THE EDITORDeirdre Kinsella Biss

Finding the Golden Mean

Ethical leadership is ref lected in the decisions we make daily. People matter! Doing the right thing, doing what is right for those involved, doing it in the right way with sensitivity and thoughtful consideration, and making it happen at the right time, is really tough business. When waters are murky, the meshing of ethical principles, personal values and ethical professional behaviours are often all we have left to guide us.

This year, Ontario’s Catholic Principals and Vice-Principals will be in search of the “Golden Mean,” seeking out balance in our system of education while still upholding our tradition of excellence. Top priority will be helping our school communities adapt to the changes necessary to make the transition to new realities. Navigating complex situations, making complicated decisions and dealing with the high emotions brought on by intensive systemic change will require ethical leadership moves.

Theologian Thomas Groome frames our thinking on this topic by examining what it means to be an ethical leader in a Catholic school. In his article he examines the ethical opportunities that Catholic schools offer. He identifies the school principal as “the chief steward” tasked with extending the formation of the entire school community well beyond the religious curriculum. He invites us to follow the Catholic intellectual tradition by maintaining a partnership between faith and reason, revelation and science, wisdom and knowledge, and spirituality and academic excellence.

Michael Fullan redefines the meaning of “moral imperative” in his article. In his new definition, feeling connected to learning and feeling connected to others while learning is highlighted as equally important in the quest for improved student achievement. Addressing the needs of the whole person becomes our ethical challenge.

In Leadership, Ethics and Identity, Andy Hargreaves sug-gests that the world is crying out for ethical leadership. He advocates that mounting inequalities in education are leading to low trust in the system. Andy thinks that ethical leaders must face and own up to the challenges

posed by competing human rights and complex dilemmas. He reminds us that ethical leadership is all about doing what’s right, when the right thing is not necessarily convenient.

Leadership professor Megan Tschannen-Moran talks about the necessity of creating a climate of trust in our schools. The reduction of uncertainty in a school environment enables adaptability and innovation to flourish. Superintendent, Martine Lewis takes this idea a step further by sharing a framework of benevolence

in her article, which identifies leadership actions that build trust. Trust is the cornerstone of ethical leadership.

Dr. David Malloy, Principal of King’s University College, highlights the importance of reflective thinking in his article Calculative and Meditative Thinking. He talks about the need to find the “golden mean” in education. A balanced curriculum and a holistically educated individual have the ability to be both critical and creative. This blend of thinking enables graduates to build our society by being ethical problem solvers who care for all. Balance is the key!

When systemic change occurs in education, principal and vice-principals become the change makers. Integrity, intelligence, perceptiveness, gentleness, compassion, empathy and action are the words that ignite our practice. We are Ontario’s “Education Change Makers” and it’s up to us to make it happen and make it work in our schools.

Nothing simple about the role of Catholic school principal this year!

People matter! Doing the right thing, doing what is right for those involved, doing it in the right way

with sensitivity and thoughtful consideration, and making it happen at the right time, is really

tough business.


The Imperative of Ethical Catholic School Leaders

By Thomas Groome

Trust, Trustworthiness & Fostering TrustBy Megan Tschannen-Moran

As a society, we invest much of what we cherish most in our schools – the well-being of our children and our shared financial resources, as well as the fostering and protecting of our shared values and ideals, such as respect, tolerance, equity and democracy.

Because of the importance of all of these things, school leaders have a moral and ethical responsibility to safeguard the well-being of the school communities they are charged to lead. To fulfill these responsibilities, they need to cultivate the key resource of trust. A growing body of research confirms that without trust, schools are unlikely to f lourish (Forsyth, Adams, & Hoy, 2011; Tschannen-Moran, 2014a; Van Maele, Forsyth, & Van Houtte, 2013). As much as 75 per cent of the variance in student achievement has been attributed to the level of trust in a school (Tschannen-Moran, 2014b).

To foster trust in their schools, principals need to be trustworthy, to extend trust to stakeholders, and to create the conditions through which important stakeholders build trusting relationships with one another.


Leadership Ethics, Inequality & IdentityBy Andy Hargreaves


The Moral Imperative

Redefined By Michael Fullan

The Principalship Has Changed: 2020 Here We Come, Part 2

Ethical leadership is a relational and facilitative style of leading that values principles of dignity, human rights and equity. Ethical leaders embrace the messiness of life and strive

to “do the right thing,” acting as role models especially at times of uncertainty. One of the toughest parts of leading in this way is that we have to be vulnerable.

My greatest experience of vulnerability has come through parenting. By the time my eldest child was five years old, I started to suspect that we were in over our heads. We sought the advice of my friend, Nevin, an exceptional Kindergarten teacher who integrates equity as well as social-emotional literacy into his classroom. With his support, we started using Stuart Shanker’s approach to self-regulation1 to navigate the needs and complexities of this age group. It’s a daily challenge but we’re making progress.

My story won’t be unusual to parents and caregivers, who put their egos aside in order to find more construc-tive and effective ways to support their children. Many of us are willing to make ourselves vulnerable, receive feedback and trust others who may know more and be able to guide us.

This also happens to be a foundational lesson in leading ethically: knowing when to ask for help and receiving feedback. Obvious and simple, right?

Yet, given the work I do with leaders at all levels and across industries, it is one of the least practised principles. And that’s what I’d like to talk about, vulner-ability – the emotion that accompanies uncertainty, risk and emotional exposure2 – as it is essential to leading

ethically and coura-geously. To paraphrase the best-known researcher in the field, Brene Brown, there is no single act of courage that doesn’t require managing a massive amount of vulnerability.3 For example, in the context of schools, what happens when a school principal feels they are in

“over their head?” How many are willing to turn to others to get advice, revealing that they might not have “the answer?” Most critically, how many are willing to receive feedback from those outside their inner circle, from their subordinates?

The Vulnerability of Ethical LeadershipBy Shakil Choudhury


Principal Connections • Fall 2019 • Volume 23 • Issue 1 25

By Shirley Kendrick

“Each human being … has something to bring to humanity. As we start to really get to know others, as we begin to listen to each other’s stories, things begin to change. We begin the movement from exclusion to inclusion, from fear to trust, from closedness to openness, from judgment and prejudice to forgiveness and understanding. It is a movement of the heart.”

Jean Vanier

Each Person Has a Gift to Give

Leading with Integrity in Times of Austerity By Carol Campbell


Calculative & Meditative Thinking A Return to Balance in Teaching

By Dr. David Malloy

More than two millennia ago, Aristotle argued that the path toward true happiness was to choose between excess and deficit in all things with the

exception of wisdom. The “Golden Mean,” as Aristotle called it, is the virtuous choice between extremes. For example, if we consider virtuous

physical activity – too little leaves us unfit; too much leaves us injured. Virtuous nutrition would be the middle path between gluttony and

starvation, etc. So if we accept this premise of moderation of all things, how might we apply this to our educational system?

Back in 1955, German philosopher Martin Heidegger warned us against an exclusive, yet shallow, dive into technology as the solution to all our societal ills. Prophetically he stated, “… Nowadays, we take everything in the quickest, cheapest

way, only to forget it just as quickly, instantly.”

Essentially, he is telling us while we have the capacity to think in a philosophical manner, we don’t because we have embraced and are overwhelmed by technology. We have lost, not our capacity, but rather our awareness to think ref lectively – we are in a flight from thinking philosophically. While this sounds a bit dramatic, let’s explore a bit further to get a sense of what he means. And then determine whether or not it has resonance for society 64 years later.

Heidegger argued that we have essentially two ways of thinking – calculative and meditative/ref lective. When we use calculative thinking we see everything around us


Leading byEXAMPLEBy Joseph Geiser


By Martine Lewis

Our most successful schools have leaders who work on the front lines consciously building relationships every day with everyone they encounter in the building. These schools often

look and feel different. These schools foster a culture that is positive and progressive. These schools are the ones parents seek for their children. So, what is the secret?

Dissecting what makes the difference we often discover these schools operate with a high level of trust, trust between the principal and the students, teachers and parents. Why do we need high trust in our schools? How do we build trust? What are the key components that allow school leaders to work towards building high trust environments?

Researchers argue that trust is a crucial element for improving schools, and the quality of relationships between principals and teachers is an important indicator of a school’s ability to sustain school improvement initiatives. It is also suggested that the cultivation of trust has a broader impact than other forms of leadership in fostering behaviour that leads school personnel above and beyond their job expectations. High levels of trust within a school can lead to increased teacher and parent satisfaction, and in students increased curiosity, reduced fear of failure and consequently improved achievement.

Given the current political climate in Ontario and the many challenges facing our public education system, coupled with the need for increased financial

accountability, it is critical to build social relationships that can withstand the political and public pressures as well as the social and economic forces that are pulling educational leaders in many different directions. During times of uncertainty, trust provides a strong foundation for healthy relationships, which in turn, creates better schools.

We can consider trust on a continuum. We begin at the basic stage of trust, move to the marginal trust stage and finally attain the stage of high trust. In the high trust stage, principals are more effective school leaders and able to undertake greater school improvement. Consistent positive exchanges and interactions between school leaders and the school community will move a school to high trust.

Three Levels of Trust:

BASIC TRUST STAGE

MARGINAL TRUST STAGE

HIGH TRUST STAGE

An analogy that many people may relate to would be the “piggy bank” or “candy jar” of trust. Trust is earned through small deposits of thoughtful deeds and actions over a period of time. Trust is built one jelly bean at a time. As the school leader interacts with members of the school community over time, the positive interactions grow the trust account. Positive deposits into the account move the relationship forward along the trust continuum.

Give and gifts will be given to you; a good measure, packed together, shaken down, and overflowing, will be poured into your lap. For the

measure with which you measure will in return be measured out to you. Luke 6:38

Benevolence & Trust



Leadership is an aspiration. Catholic leadership is a calling. And when we answer that calling, we enter into a covenant. Ethical leadership at its core is the understanding of and commitment to this covenant.

The word covenant has many synonyms, including contract, treaty, agreement, pledge and promise. Essentially, a covenant calls us to keep our word, to others and to God. True ethical leadership allows many opportunities to live up to our word. Exploring ethical leadership requires that we ref lect on how the power of The Word, keeping our word and the words we choose all have importance.

Guided by the WORDScripture reminds us time, and time again, that ethical leaders have a responsibility to our students and our com-munities. We do this work as servants. Consider the 2017 Catholic Education Week overall scriptural theme “He has told you, O mortal, what is good; and what does the Lord require of you but to do justice, and to love kindness, and to walk humbly with your God?” (Micah 6: 8).

This scripture passage encapsulates ethical leadership, reminding us that ethical leaders both identify, and work to eliminate barriers that result in injustices for individual members of our community, or populations, specifically those who are underserved. Micah 6:8 is a reminder that correcting injustice requires us to lead with love, kindness and humility.

By Michelle Coutinho

Keeping Our WORD

In the words of famed Canadian scholar, Robert Munsch, a promise is a promise. School plans and goals are an integral part of the role of an administrator. Informed by data, we set goals in September and look for opportunities to support those goals. Our school goals should be viewed as our promise to the school community.

In making those promises, whom are we supporting? Often goals are general and speak to the needs of the entire population. There comes a time when ethical leadership calls us to ensure that our goals are specific in addressing the needs of those underserved members of our community. It is those members who have had their dignity affronted, and we have a duty to try our best to restore that dignity.

When reviewing your goals for the upcoming year, con-sider asking yourself; is there one goal specific to equity that is explicit and measurable? Is there one community that we need to support? As leaders, we need to set the example, and act to address equity, not merely equality.

Watching Our WORDS In our daily interactions, our words have the ability to include and embrace. Conversely, they have the ability to exclude and isolate.

The Power ofWORDS

Build Bridges Not WallsBy Michele Glavine

Whenever there is uncertainty the greatest challenge to leadership is to lead from an ethical perspective with vision and purpose. As Catholic leaders our purpose is clearly expressed by our church’s rich history.

Jan MurphyProgram & Member Services Assistant Coordinator

416-483-1556 x 24, [email protected]

Vanessa KellowAdministrative Assistant, Professional Learning

416-483-1556 x 31, [email protected]

www.cpco.on.caServe. Advocate. Lead.

We are not called by God to do extraordinary things, but to do ordinary things with extraordinary love. ~ Jean Vanier

CPCOofficial

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Registration for this program is $850(Includes $50 non-refundable administration fee)

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Deepen you understanding of Special Education leadership and build your capacity to work with your school team to support students with exceptionalities – including Autism.

CPCO’s Special Education for Administrators AQ (SEA) is open to school Principals, Vice-Principals, Superintendents and Teachers with a desire to extend Special Education knowledge, skills and practices through a leader’s lens.

This AQ is OCT accredited, developed and delivered by practicing Catholic School Leaders, it and:• is grounded in the works and philosophy of Jean Vanier; and• encompasses the Ontario Catholic School Graduate Expectations, the Ontario

Catholic Leadership Framework (OCLF), and Catholic Social Teachings.

The SEA AQ, organized into four modules, respects the dignity of life and values the gifts and abilities of all. It encompasses a variety of instructional practices that honour the principles of adult learning including case studies, presentations, large and small group discussions – both virtually and online – and individual reading and reflection.

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Thursday, Nov. 21, 2019

3 p.m. Registration

5 p.m. Opening Mass – His Eminence Thomas Cardinal Collins

6 p.m. Welcome and dinner

7:15 p.m. Opening keynote – Fr. Ron Nuzzi: Only the Strong Can Be Gentle: Towards a Spirituality for Leadership

8:30 - 11 p.m. Social and vendor displays

Friday, Nov. 22, 2019

7:30 a.m. Registration and breakfast

8:30 a.m. Welcome and Morning Liturgy of the Word, Homily by Bishop Bergie

9 a.m. Breakout session #1:• Fr. Ron Nuzzi – Can Principals Go to Heaven? The Rigors & Rewards of School Leadership• Tanya Talaga – Seven Fallen Feathers• Beth Veale – Contagious Awesomeness: Cultivating your Inner Cactus• Eddie Lemoine – Bring About What You Think About: How changing the way you think

can have a profound impact on your leadership

10 a.m. Morning break / vendor displays

10:45 a.m. Breakout session #2 (same as above)

11:45 a.m. Lunch / vendor displays

1 p.m. Closing keynote - Isabelle Fontaine: Leading with Heart - The Psychology of Influence: Embolden Your Impact

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